Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England

European Journal of Teacher Education

Volumn 30, Issue 3, 2007, Pages 249-265

  Day, Christopher ^a   Flores, Maria Assunção ^b   Viana, Isabel ^b  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

^b UNIVERSITY OF MINHO   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547552352     PISSN: 02619768     EISSN: 14695928     Source Type: Journal    
DOI: 10.1080/02619760701486092     Document Type: Article

References (14)

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6. Flores, M. A. (2005) Teachers' views on recent curriculum changes: tensions and challenges, The Curriculum Journal, 16(3), 401-413.
7. Gimeno, J. (1995) El curriculum: una reflexión sobre la práctica (5th edition) (Madrid, Morata).
8. Hargreaves, A. (2000) Four ages of professionalism and professional learning, Teachers and Teaching: Theory and Practice, 6(2), 151-182.
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10. Helsby, G. (1995) Teachers' construction of professionalism in England in the 1990's, Journal of Education for Teaching, 21(3), 317-332.
11. Helsby, G. (2000) Multiple truths and contested realities. The changing faces of teacher professionalism in England, in: C. Day, A. Fernandez, T. E. Hauge & J. Moller (Eds) The Life and work of teachers. International perspectives in changing times (London, Falmer Press), 93-108.
12. Miles, M. & Huberman, M. (1994) Qualitative data analysis. An expanded sourcebook (2nd edition) (Thousand Oaks, CA, Sage).
13. Morgado, J. C. (2003) Processos e práticas de (re)construção da autonomia curricular. Doctoral Dissertation, University of Minho.
14. Pacheco, J. A. (1998) Políticas curriculares: a decisão (re)centralizada, in: A. Estrela & J. Ferreira (Eds) A decisão em educação. Actas do VII Colóquio da Aipelf/Afirse (Lisboa, Faculdade de Psicologia e Ciências da Educação), 42-45.